Log in

Relevant bibliographies by topics / Symbolism (Psychology) in children Case studies / Journal articles

Journal articles on the topic 'Symbolism (Psychology) in children Case studies'

To see the other types of publications on this topic, follow the link: Symbolism (Psychology) in children Case studies.

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Symbolism (Psychology) in children Case studies.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Uno, Ryoko, Kazuko Shinohara, Yuta Hosokawa, Naho Atsumi, Gakuji Kumagai, and Shigeto Kawahara. "What’s in a villain’s name?" Review of Cognitive Linguistics 18, no. 2 (December 4, 2020): 428–57. http://dx.doi.org/10.1075/rcl.00066.uno.

Full text

Abstract:

Abstract This paper reports two case studies of sound symbolism using the naturalistic name corpora of characters from Disney and Pokémon. Building upon previous studies of sound symbolism, we tested two hypotheses: (1) voiced obstruents, which are generally associated with negative images, are favored in villainous characters’ names, while (2) bilabial consonants, which are symbolically associated with cuteness, are disfavored in such names. The results show that these tendencies hold in our corpora, suggesting that a concept that is as complex as “villain” can be signaled via sound symbolism. Theoretical implications for cognitive linguistics based on our results are discussed.

APA, Harvard, Vancouver, ISO, and other styles

2

Plimpton, Edward H., Randy O. Frost, Brianna C. Abbey, and Whitney Dorer. "Compulsive Hoarding in Children: Six Case Studies." International Journal of Cognitive Therapy 2, no. 1 (March 2009): 88–104. http://dx.doi.org/10.1521/ijct.2009.2.1.88.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Gerritsen, Jan. "The Effect of Tomatis Therapy on Children with Autism: Eleven Case Studies." International Journal of Listening 24, no. 1 (January 5, 2010): 50–68. http://dx.doi.org/10.1080/10904010903466378.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Sankar‐DeLeeuw, Naomi. "Case studies of gifted kindergarten children part II:The parents and teachers." Roeper Review 29, no. 2 (December 2006): 93–99. http://dx.doi.org/10.1080/02783190709554392.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

MacLeod, Andrea A. N., Rabia Sabah Meziane, and Diane Pesco. "Language abilities of children with refugee backgrounds: Insights from case studies." Applied Psycholinguistics 41, no. 6 (August 28, 2020): 1329–49. http://dx.doi.org/10.1017/s0142716420000405.

Full text

Abstract:

AbstractSince 2015, more than 58,000 Syrian refugees have settled in Canada and, at the time of the 2016 national census, more than a fifth had settled in the province of Quebec. The rising numbers of refugees and the risks associated with families’ forced displacement have underscored the need to better understand and support the language of refugee children. The article reports on the oral language of three Syrian children ages five and six years, drawing on data from parent interviews, teacher reports, measures of the children’s language, and observations of their language use in a dual-language stimulation group, StimuLER. By triangulating this data, we were able to develop a rich and realistic portrait of each child’s language abilities. For these three boys, we observed that the home language was vulnerable to delays and weaknesses, and that learning the language of school was a drawn-out process. We also documented that parents and teachers had difficulties communicating with one another, and thus had difficulty meeting the educational needs of these children. We conclude that to foster resiliency in these children who are refugees, schools must find a way to build bridges with the parents to support the children’s language learning in both the language of school and at home.

APA, Harvard, Vancouver, ISO, and other styles

6

Leffler, Jarrod M., Mary A. Fristad, and Nicole M. Klaus. "Psychoeducational Psychotherapy (PEP) for Children With Bipolar Disorder: Two Case Studies." Journal of Family Psychotherapy 21, no. 4 (December 6, 2010): 269–86. http://dx.doi.org/10.1080/08975353.2010.529051.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Lees, Janet A., and Brian G. R. Neville. "Acquired aphasia in childhood: Case studies of five children." Aphasiology 4, no. 5 (September 1990): 463–78. http://dx.doi.org/10.1080/02687039008248787.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Sadler, Jane, and Kay Mogford-Bevan. "'Teacher talk' with children with language disorders: four case studies I." Child Language Teaching and Therapy 13, no. 1 (February 1997): 15–35. http://dx.doi.org/10.1177/026565909701300103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sadler, Jane, and Kay Mogford-Bevan. "'Teacher talk' with children with language disorders: four case studies II." Child Language Teaching and Therapy 13, no. 1 (February 1997): 37–58. http://dx.doi.org/10.1177/026565909701300104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Fawcett, Angela J., and Lisa Lynch. "Systematic identification and intervention for reading difficulty: case studies of children with EAL." Dyslexia 6, no. 1 (January 2000): 57–71. http://dx.doi.org/10.1002/(sici)1099-0909(200001/03)6:1<57::aid-dys163>3.0.co;2-w.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Charry-Sánchez, Jesús David, Sofía Ramírez-Guerrero, María Paula Vargas-Cuellar, María Alejandra Romero-Gordillo, and Claudia Talero-Gutiérrez. "Executive functions in children and adolescents with hearing loss: A systematic review of case-control, case series, and cross-sectional studies." Salud mental 45, no. 1 (January 26, 2022): 35–49. http://dx.doi.org/10.17711/sm.0185-3325.2022.006.

Full text

Abstract:

Introduction. Children with hearing loss have been reported to perform lower in executive function and language tasks than their normal-hearing peers. Objective. To describe EF performance profile in children and adolescents with hearing loss. Method. Using different databases including PubMed, Scopus, and ScienceDirect, we conducted a systematic review of case-control, cross-sectional studies, and case series that evaluated executive function performance in children and adolescents with hearing loss with or without hearing aids, cochlear implants, and/or native sign language, since 2000 until April 2020. Fifteen studies were selected after quality assessment using Critical Appraisal Tools provided by Joanna Briggs Institute. Results. The studies differed in the assessment tools, and the results obtained by different authors were inconsistent. However, these studies revealed that children and adolescents with hearing impairment have lower performance in working memory, inhibition, cognitive flexibility, and attention than their normal-hearing peers. Discussion and conclusion. Executive function assessment tools are used indistinctively for both children with and without hearing loss. Consequently, as tools were designed for normal hearing population, results can significantly vary in the population with hearing impairment. Hence, it is important to establish a standardized protocol specifically adapted for this population.

APA, Harvard, Vancouver, ISO, and other styles

12

Clements, J. C., and D. J. Hand. "Permutation Statistics in Single Case Design." Behavioural and Cognitive Psychotherapy 13, no. 4 (October 1985): 288–99. http://dx.doi.org/10.1017/s0141347300012039.

Full text

Abstract:

This paper illustrates the use of a single case design and analysis based upon assignment rather than sampling theory in a series of case studies of young and handicapped children with sleeping difficulties. The strengths and limitations of the design are discussed.

APA, Harvard, Vancouver, ISO, and other styles

13

Strickland, Dorothy, Lee M. Marcus, Gary B. Mesibov, and Kerry Hogan. "Brief report: Two case studies using virtual reality as a learning tool for autistic children." Journal of Autism and Developmental Disorders 26, no. 6 (December 1996): 651–59. http://dx.doi.org/10.1007/bf02172354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

McAllister, Jan, and Mary Kingston. "Final part-word repetitions in school-age children: Two case studies." Journal of Fluency Disorders 30, no. 3 (January 2005): 255–67. http://dx.doi.org/10.1016/j.jfludis.2005.05.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Prout, Tracy A., Margo Bernstein, Emma Gaines, Sophia Aizin, Danielle Sessler, Emma Racine, Anna Spigelman, Timothy R. Rice, and Leon Hoffman. "Regulation focused psychotherapy for children in clinical practice: Case vignettes from psychotherapy outcome studies." International Journal of Play Therapy 29, no. 1 (January 2020): 43–53. http://dx.doi.org/10.1037/pla0000111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Roqueta, Clara Andrés, Rosa A. Clemente Estevan, and Raquel Flores Buils. "Social cognition and pragmatic competence. The case of children with specific language impairment." International Journal of Psychological Research 5, no. 1 (June 30, 2012): 59–69. http://dx.doi.org/10.21500/20112084.752.

Full text

Abstract:

The literature provides apparently contradictory evidence about the existence of a developmental delay in Social Cognition (SC) of children diagnosed with Specific Language Impairment (SLI). The aim of this work is to prove a more comprehensive picture of these studies, starting with a theoretical review about the relationship between language skills and SC, and finishing with the study of socio-cognitive skills in children with SLI. Finally, the work is concluded by establishing theoretical and practical guidelines that emphasize the importance of assessing the socio-cognitive component of pragmatics to make better diagnoses and to design an appropriate speech therapy for this population.

APA, Harvard, Vancouver, ISO, and other styles

17

Windholz, George, and P. A. Lamal. "Priority in the Classical Conditioning of Children." Teaching of Psychology 13, no. 4 (December 1986): 192–95. http://dx.doi.org/10.1207/s15328023top1304_5.

Full text

Abstract:

Contrary to widely held belief, Watson and Rayner's (1920) experiment with Little Albert is not the first reported case of classical conditioning of a child. Their work was preceded by that of Bogen and of Krasnogorski. Mateer's work either preceded or coincided with Watson and Rayner's. This article clarifies the chronology of these early studies of classical conditioning with human subjects.

APA, Harvard, Vancouver, ISO, and other styles

18

Ozdemir, Selda. "The Effectiveness of Social Stories on Decreasing Disruptive Behaviors of Children with Autism: Three Case Studies." Journal of Autism and Developmental Disorders 38, no. 9 (March 29, 2008): 1689–96. http://dx.doi.org/10.1007/s10803-008-0551-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

EVANS, KAREN E., and KATHERINE DEMUTH. "Individual differences in pronoun reversal: Evidence from two longitudinal case studies." Journal of Child Language 39, no. 1 (June 14, 2011): 162–91. http://dx.doi.org/10.1017/s0305000911000043.

Full text

Abstract:

ABSTRACTPronoun reversal, the use of you for self-reference and I for an addressee, has often been associated with Autism Spectrum Disorder (ASD) and impaired language. However, recent case studies have shown the phenomenon also to occur in typically developing and even precocious talkers. This study examines longitudinal corpus data from two children, a typically developing girl, and a boy with Asperger's syndrome. Both were precocious talkers who reversed the majority of their personal pronouns for several months. A comparison of the children's behaviors revealed quantitative and qualitative differences in pronoun use: the girl showed ‘semantic confusion’, using second person pronouns for self-reference, whereas the boy showed a discourse–pragmatic deficit related to perspective-taking. The results suggest that there are multiple mechanisms underlying pronoun reversal and provide qualified support for both the Name/Person Hypothesis (Clark, 1978; Charney, 1980b) and the Plurifunctional Pronoun Hypothesis (Chiat, 1982).

APA, Harvard, Vancouver, ISO, and other styles

20

Rose, Anna Christina. "Between psychology and pedagogy: “Moral orthopedics” and case studies of children in fin-de-siècle French medicine." History of Psychology 14, no. 1 (February 2011): 26–52. http://dx.doi.org/10.1037/a0021144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Tse, Andy CY, CCW Yu, and Paul H. Lee. "Comparing sleep patterns between children with autism spectrum disorder and children with typical development: A matched case–control study." Autism 24, no. 8 (July 7, 2020): 2298–303. http://dx.doi.org/10.1177/1362361320936827.

Full text

Abstract:

Children with autism spectrum disorder are often reported to have more sleep deficits and poorer sleep quality compared with children with typical development. However, most previous studies have serious methodological limitations, such as varying sample sizes in the comparison groups, wide age range of participants, and body mass index not matched between participants. This study investigated whether sleep patterns differed between children with autism spectrum disorder and those with typical development using a carefully matched case–control design and incorporating both actigraphy and sleep log assessments. A total of 78 children diagnosed with autism spectrum disorder were matched with 78 typical development controls in this study. The matched variables included age, gender, and body mass index. The results showed that children with autism spectrum disorder had shorter sleep duration, reduced sleep efficiency, longer sleep-onset latency, and longer wake after sleep onset than children with typical development ( ps < 0.05). Further studies are needed to explore the mechanisms underlying these sleep deficits in children with autism spectrum disorder. Lay abstract This study compared the sleep pattern between children with autism spectrum disorders and children with typical development using a matched case–control design (matched age, gender, and body mass index). Significant differences were found in night-time sleep duration (total amount of sleep at night), sleep efficiency (percentage of time spent asleep), sleep-onset latency (length of time that it takes to transit from awake to asleep), and wake after sleep onset (total amount of time spent awake after defined sleep onset). Findings showed that children with autism spectrum disorder had poorer sleep quality than children with typical development. Mechanisms underlying the differences should be further explored in order to develop an effective treatment intervention.

APA, Harvard, Vancouver, ISO, and other styles

22

Koops, Willem. "Historical Developmental Psychology: The Sample Case of Paintings." International Journal of Behavioral Development 19, no. 2 (June 1996): 393–413. http://dx.doi.org/10.1177/016502549601900210.

Full text

Abstract:

Since the publication of Aries's ground-breaking book in 1960, an exponentially increasing number of studies on the history of childhood and the family has been published. A critical review of this historical research however, shows that there are many serious theoretical and methodological weaknesses. It is argued that the empirical analytical research tradition of developmental psychology could be applied fruitfully to solve at least some of the problems. This is demonstrated by the analysis of paintings in which children are depicted. Based on Lorenz's theory of the "Kindchenschema" (child schema), ethological research demonstrated which anatomical proportions trigger the innate releasing mechanisms for affection and nurturing in humans. These proportions were used to devise an instrument for assessing historical change in the depiction of "childishness". This instrument was then used in a first study of 100 Dutch and Flemish paintings from the 15th to the 20th centuries. A correlation coefficient of 0.60 between recency of the paintings and childishness scores was found. These data support Aries's hypothesis that, since the end of the Middle Ages, there is a continuous increase in childishness in the cultural representation of children, such as paintings. This study discusses how this empirical approach to paintings could be generalised to other historical sources. The paper concludes with a general discussion of the desirability of developing a "historical developmental psychology", i.e. of framing an empirical developmental psychology in a cultural-historical context.

APA, Harvard, Vancouver, ISO, and other styles

23

Bellon-Harn, Monica L., and William E. Harn. "Profiles of social communicative competence in middle school children with Asperger syndrome: Two case studies." Child Language Teaching and Therapy 22, no. 1 (February 2006): 1–26. http://dx.doi.org/10.1191/0265659006ct295oa.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Neysmith-Roy, Joan M. "The Tomatis Method with Severely Autistic Boys: Individual Case Studies of Behavioral Changes." South African Journal of Psychology 31, no. 1 (March 2001): 19–28. http://dx.doi.org/10.1177/008124630103100105.

Full text

Abstract:

Six severely autistic males ranging in age from 4 years to 11 years received the Tomatis Method to assist in alleviating the severity of behaviours contributing to the diagnosis of autism. Ten minute video samples were taken of each boy, under two conditions of play, every time he completed one section of the treatment programme. As measured by the Children's Autism Rating Scale (CARS) all of the boys were severely autistic at the beginning of treatment. Three (50%) of the boys demonstrated positive behavioural changes by the end of the treatment. One boy was no longer considered to be autistic, two boys showed mild symptoms of autism and three boys remained within the severely autistic range. Of particular interest were the changes that occurred in pre-linguistic areas for five of the six boys. These included Adaptation to Change, Listening Response, Non Verbal Communication, Emotional Response and Activity Level. These behaviours are considered prerequisites for successful verbal communication. The children who demonstrated behavioural change were 6 years of age or younger at the beginning of treatment. The author suggests that the Tomatis Method may be helpful in making prelinguistic behaviours manageable and thus help prepare the child to learn basic skills necessary for the development of language and learning.

APA, Harvard, Vancouver, ISO, and other styles

25

Giménez, Marta, and Paul Harris. "Children's Acceptance of Conflicting Testimony: The Case of Death." Journal of Cognition and Culture 5, no. 1-2 (2005): 143–64. http://dx.doi.org/10.1163/1568537054068606.

Full text

Abstract:

AbstractChildren aged 7 and 11 years were interviewed about death in the context of two different narratives. Each narrative described the death of a grandparent but one narrative provided a secular context whereas the other provided a religious context. Following each narrative, children were asked to judge whether various bodily and mental processes continue to function after death, and to justify their judgment. Children displayed two different conceptions of death. They often acknowledged that functioning ceases at death and offered appropriate biological justifications for that judgment. However, they also claimed that functioning continues after death and offered appropriate religious justifications. The tendency to claim that functioning continues after death was more frequent among older children than younger children, more frequent in the context of the religious narrative as opposed to the secular narrative and more frequent with respect to mental processes than bodily processes. Particularly among older children, two distinct conceptions of death appear to co-exist: a biological conception in which death implies the cessation of living processes and a metaphysical conception in which death marks the beginning of the afterlife.

APA, Harvard, Vancouver, ISO, and other styles

26

Sagi-Schwartz, Abraham. "The well being of children living in chronic war zones: The Palestinian—Israeli case." International Journal of Behavioral Development 32, no. 4 (July 2008): 322–36. http://dx.doi.org/10.1177/0165025408090974.

Full text

Abstract:

The paper presents a comprehensive review and integration of available studies on the effects of severe traumatic experiences on children, especially in the context of short and enduring exposure to harsh events and adversities, as they relate to children who live in violent war zones, in particular in Israel and the Palestinian territories. The review focuses on the role of risk and protective factors in determining the debilitating and damaging effects as well as resiliencies of short term and chronic catastrophic experiences on the future well being of children and emerging adults.

APA, Harvard, Vancouver, ISO, and other styles

27

Sacker, A., D. J. Done, and T. J. Crow. "Obstetric complications in children born to parents with schizophrenia: a meta-analysis of case–control studies." Psychological Medicine 26, no. 2 (March 1996): 279–87. http://dx.doi.org/10.1017/s003329170003467x.

Full text

Abstract:

SynopsisOn the basis of previous findings, we used meta-analyses to consider whether births to parents with schizophrenia have an increased risk of obstetric complications. Meta-analyses were based on published studies satisfying the following selection criteria. The schizophrenic diagnosis could apply to either parent: parents with non-schizophrenic psychoses were not included: only normal controls were accepted. In all, 14 studies provided effect sizes or data from which these could be derived. Studies were identified by data searches through MEDLINE, PSYCLIT and through references of papers relating to the subject. Births to individuals with schizophrenia incur an increased risk of pregnancy and birth complications, low birthweight and poor neonatal condition. However, in each case the effect size is small (mean r = 0·155; 95% CI = 0·057). The risk is greater for mothers with schizophrenia and is not confined to mothers with onset pre-delivery or to the births of the children who become schizophrenic themselves.

APA, Harvard, Vancouver, ISO, and other styles

28

Fantini, Francesca, Filippo Aschieri, and Paolo Bertrando. "“Is Our Daughter Crazy or Bad?”: A Case Study of Therapeutic Assessment with Children." Contemporary Family Therapy 35, no. 4 (March 28, 2013): 731–44. http://dx.doi.org/10.1007/s10591-013-9265-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

OWEN, AMANDA J., and LAURENCE B. LEONARD. "The overgeneralization of non-finite complements to finite contexts: The case of decide." Journal of Child Language 34, no. 3 (July 18, 2007): 545–70. http://dx.doi.org/10.1017/s0305000907008033.

Full text

Abstract:

ABSTRACTCurrent views on the acquisition of PRO can roughly be divided into two areas: lexical and syntactic accounts. We present data on one verb, decide, that yields data that not only differs from the data for other similar verbs with the same children, but does not lend itself easily to either type of account. Data from a sentence elicitation task conducted with 20 typically-developing children (4 ; 0–7 ; 11), along with 3 case studies illustrate that children may not be assigning a referent for PRO in an adult-like manner for particular verbs. Instead they may be overgeneralizing the use of non-finite complements to finite contexts.

APA, Harvard, Vancouver, ISO, and other styles

30

Fleer, Marilyn. "Talking Technologically in Preschool and School: Three Case Examples." Australasian Journal of Early Childhood 21, no. 2 (June 1996): 1–6. http://dx.doi.org/10.1177/183693919602100202.

Full text

Abstract:

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

APA, Harvard, Vancouver, ISO, and other styles

31

Fonseca Wald, Eric L. A., Jos G. M. Hendriksen, Gerald S. Drenthen, Sander M. J. V. Kuijk, Albert P. Aldenkamp, Johan S. H. Vles, R. Jeroen Vermeulen, Mariette H. J. A. Debeij-van Hall, and Sylvia Klinkenberg. "Towards a Better Understanding of Cognitive Deficits in Absence Epilepsy: a Systematic Review and Meta-Analysis." Neuropsychology Review 29, no. 4 (November 27, 2019): 421–49. http://dx.doi.org/10.1007/s11065-019-09419-2.

Full text

Abstract:

AbstractCognition in absence epilepsy (AE) is generally considered undisturbed. However, reports on cognitive deficits in AE in recent years have suggested otherwise. This review systematically assesses current literature on cognitive performance in children with AE. A systematic literature search was performed in Pubmed, Embase, Cochrane and Web of Science. All studies reporting on cognitive performance in children with AE were considered. In total 33 studies were eligible for inclusion. Neuropsychological tests were classified into the following domains: intelligence; executive function; attention; language; motor & sensory-perceptual examinations; visuoperceptual/visuospatial/visuoconstructional function; memory and learning; achievement. Random-effect meta-analyses were conducted by estimating the pooled mean and/or pooling the mean difference in case-control studies. Full-scale IQ in children with AE was estimated at 96.78 (95%CI:94.46–99.10) across all available studies and in case-control studies IQ was on average 8.03 (95%CI:-10.45- -5.61) lower. Verbal IQ was estimated at 97.98 (95%CI:95.80–100.16) for all studies and 9.01 (95%CI:12.11- -5.90) points lower in case-control studies. Performance IQ was estimated at 97.23 (93.24–101.22) for all available studies and 5.32 (95%CI:-8.27–2.36) points lower in case-control studies. Lower performance was most often reported in executive function (cognitive flexibility, planning, and verbal fluency) and attention (sustained, selective and divided attention). Reports on school difficulties, neurodevelopmental problems, and attentional problems were high. In conclusion, in contrast to common beliefs, lower than average neurocognitive performance was noted in multiple cognitive domains, which may influence academic and psychosocial development.

APA, Harvard, Vancouver, ISO, and other styles

32

Landoni, Marta, Sergio A. Silverio, Chiara Ionio, Giulia Ciuffo, Carolina Toscano, Ilaria Lega, Estel Gelabert, et al. "Mothers who kill their children: A systematic review of perinatal risk factors." MALTRATTAMENTO E ABUSO ALL'INFANZIA, no. 2 (August 2022): 33–61. http://dx.doi.org/10.3280/mal2022-002004.

Full text

Abstract:

This review examines the association between the perinatal period and thoughts and behaviours of neonaticide, infanticide, and filicide, highlighting mothers' risk factors. A literature search was conducted on PubMed, PsycINFO, and ScienceDirect, with 2,957 articles screened and 13 determined as eligible for inclusion. Inclusion criteria were: 1) studies on neonaticide, infanticide and filicide; 2) studies conducted on women; 3) studies with perinatal population; 4) original, peer-reviewed studies; 5) studies written in English or Italian language. Single-case reports and qualitative studies were excluded, as were those studies written in any other language, and any studies for which the full-text version could not be obtained (i.e. conference abstracts). Two reviewers independently reviewed titles and abstracts, reviewed relevant articles' full text, and extracted the data. Several individuals and socio-environmental risk factors were identified for neonaticide, infanticide, and filicide during the perinatal period, highlighting the importance of paying particular attention to the mother's well-being in this critical phase. Women who committed neonaticide, infanticide, or filicide faced a variety of challenges in their lives. Such life events might prompt mental health professionals to address the possibility of harmful acts in their patients.

APA, Harvard, Vancouver, ISO, and other styles

33

Spence, Nigel. "Making Decisions about Children in Care: A study of case conferences." Children Australia 17, no. 3 (1992): 4–8. http://dx.doi.org/10.1017/s1035077200013262.

Full text

Abstract:

This paper studies the decision-making processes that occur in child welfare case conferences. Using a small sample of eight case conferences the study focuses on the way child welfare professionals and parents interact in formulating constructions of “children’s needs” and “parental competence”. The case conference setting, group composition, sequence and the relationships between the health and welfare professionals present are also identified as key factors in influencing the outcome of the case conference.

APA, Harvard, Vancouver, ISO, and other styles

34

CHAREST, MONIQUE J., and LAURENCE B. LEONARD. "Predicting tense: finite verb morphology and subject pronouns in the speech of typically-developing children and children with specific language impairment." Journal of Child Language 31, no. 1 (February 2004): 231–46. http://dx.doi.org/10.1017/s0305000903005877.

Full text

Abstract:

According to the AGREEMENT/TENSE (Agr/Tns) OMISSION MODEL, children's failure to produce finite verb morphemes represents the selection of an optional infinitive form, in which tense and/or agreement is not specified. When agreement is specified, nominative case is licensed. Following the assumptions of this model, a child's utterance such as She run reflects a failure to specify tense only, given that the subject pronoun shows nominative case. We tested this assumption in two studies through the analysis of spontaneous speech samples from young typically-developing (TD) children and children with specific language impairment (SLI). In Study 1, 15 children were included (TD aged 2;1–3;11, SLI aged 4;0–6;2); in Study 2, 33 children were included (TD aged 2;5–3;11, SLI aged 3;6–6;9). We determined whether there was a relationship between the children's use of past tense -ed and their use of third person singular -s and copula is when nominative case was also used. Because nominative case was used, any failures to produce third person singular -s and copula is should be attributable to tense and not agreement. Such use should therefore be related to the children's use of -ed which presumably hinges on tense only. However, a relationship was not found in the speech of either group of children. This was true both for the children in each group who were consistent in using nominative case pronouns and for those who were not. Possible reasons for these findings are discussed.

APA, Harvard, Vancouver, ISO, and other styles

35

Ha, Seunghee, Cynthia J. Johnson, and David P. Kuehn. "Characteristics of Korean phonology: Review, tutorial, and case studies of Korean children speaking English." Journal of Communication Disorders 42, no. 3 (May 2009): 163–79. http://dx.doi.org/10.1016/j.jcomdis.2009.01.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

McClain, Maryellen Brunson, Cassity R. Haverkamp, Kandice J. Benallie, Sarah E. Schwartz, and Vicki Simonsmeier. "How effective are reading comprehension interventions for children with ASD? A meta-analysis of single-case design studies." School Psychology 36, no. 2 (March 2021): 107–21. http://dx.doi.org/10.1037/spq0000424.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Szabó, Marianna. "Do Children Differentiate Worry From Fear?" Behaviour Change 24, no. 4 (November 1, 2007): 195–204. http://dx.doi.org/10.1375/bech.24.4.195.

Full text

Abstract:

AbstractWorry has been defined as a primarily cognitive process closely related to fear or anxiety. This definition is widely accepted by clinicians and researchers investigating worry and is often provided to research participants, especially to children. The present study aimed to empirically test the proposition that both adults and children conceptualise worry as a cognitive process, and that they differentiate it from fear on the basis of worry's relatively stronger association with thinking. Groups of 45 adults and 70 children completed three versions of a worry list questionnaire, reporting on the extent to which they worry about, are afraid of, and think about a list of negative outcomes. Regression analyses showed that in adults, thinking about a negative outcome had a significant unique association with worrying. In children, however, worrying was more strongly associated with fear ratings, especially in the case of physical outcomes. The data suggest that adults and children report on different concepts when they rate their worries via questionnaires. This difference may reflect developmental changes in the worry process itself, or developmental changes in the way individuals interpret and respond to worry list questionnaires. Follow-up studies using alternative methodologies are now needed to further clarify the results.

APA, Harvard, Vancouver, ISO, and other styles

38

Larzelere, Robert E. "Response to Oosterhuis: Empirically Justified Uses of Spanking: Toward a Discriminating View of Corporal Punishment." Journal of Psychology and Theology 21, no. 2 (June 1993): 142–47. http://dx.doi.org/10.1177/009164719302100205.

Full text

Abstract:

This article makes a case for discriminating appropriate from inappropriate corporal punishment utilizing empirical research and the larger scriptural context of the rod passages in Proverbs. Three lines of research have indicated that some spanking is beneficial in certain contexts: the treatment of autistic children, the behavioral training of young children by parents, and the reduction of recurrent misbehavior in toddlers. Although the use of corporal punishment should be reduced, spanking as a backup for time-out and reasoning appears to be beneficial for children from 2 to 6 years of age.

APA, Harvard, Vancouver, ISO, and other styles

39

van Deurs, Jenna R., Karyn G. France, Laurie K. McLay, and Neville M. Blampied. "Cognitive-behavioral treatment of sleep disturbance in children and adolescents with autism: Eight case studies using functional behavior assessment." Research in Autism Spectrum Disorders 86 (August 2021): 101823. http://dx.doi.org/10.1016/j.rasd.2021.101823.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Pine, Julian M., and Helen Martindale. "Syntactic categories in the speech of young children: the case of the determiner." Journal of Child Language 23, no. 2 (June 1996): 369–95. http://dx.doi.org/10.1017/s0305000900008849.

Full text

Abstract:

ABSTRACTThere has been a growing trend in recent years towards the attribution of adult-like syntactic categories to young language-learning children. This is based, at least in part, on studies which claim to have found positive evidence for syntactic phrase structure categories in young children's speech. However, these claims contradict the findings of previous research which suggest that the categories underlying children's early multi-word speech are much more limited in scope. The present study represents an attempt to reconcile the findings of these different lines of research by focusing specifically on Valian's (1986) criteria for attributing the syntactic category of determiner to young children. The aim is, firstly, to replicate Valian's results regarding her determiner criteria on a new sample of seven children between the ages of 1;20 and 2;6; secondly, to investigate the extent to which children show overlap in the contexts in which they use different determiner types; and, thirdly, to compare this with a controlled measure of the overlap shown by competent adult speakers. The results suggest that Valian's criteria for attributing a syntactic determiner category are too generous and could be passed by children with a relatively small amount of limited scope knowledge. They also provide at least some evidence that a limited scope formula account of children's early determiner use may fit the data better than an adult-like syntactic account.

APA, Harvard, Vancouver, ISO, and other styles

41

Kozlowska, Kasia, Margaret English, Blanche Savage, Catherine Chudleigh, Fiona Davies, Marilyn Paull, Alison Elliot, and Amanda Jenkins. "Multimodal Rehabilitation: A Mind-Body Family-Based Intervention for Children and Adolescents Impaired by Medically Unexplained Symptoms. Part 2: Case Studies and Outcomes." American Journal of Family Therapy 41, no. 3 (May 2013): 212–31. http://dx.doi.org/10.1080/01926187.2012.677723.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

SUZUKI, TAKAAKI. "A case-marking cue for filler–gap dependencies in children's relative clauses in Japanese." Journal of Child Language 38, no. 5 (February 9, 2011): 1084–95. http://dx.doi.org/10.1017/s0305000910000553.

Full text

Abstract:

ABSTRACTObject relative clauses have traditionally been thought to be more difficult than subject relative clauses in child English. However, recent studies as well as Japanese data show contradictory results. This study disclosed preschool children's superior performance on object relative clauses in Japanese; however, this dominance disappeared for the children who could use both the nominative and accusative case markers as cues for the comprehension of single-argument sentences. Assuming a filler–gap dependency for the relative clause formation, we suggest that there is no difference in the difficulty between subject and object relative clauses in the grammar of Japanese-speaking children.

APA, Harvard, Vancouver, ISO, and other styles

43

Raine, Susan, and Stephen A. Kent. "The grooming of children for sexual abuse in religious settings: Unique characteristics and select case studies." Aggression and Violent Behavior 48 (September 2019): 180–89. http://dx.doi.org/10.1016/j.avb.2019.08.017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Cairns, Liam, and Maria Brannen. "Promoting the Human Rights of Children and Young People: The ‘Investing in Children’ Experience." Adoption & Fostering 29, no. 1 (April 2005): 78–87. http://dx.doi.org/10.1177/030857590502900109.

Full text

Abstract:

As long as children and young people remain politically voiceless and powerless, there will be little change to their status in society. Liam Cairns and Maria Brannen reflect upon their experiences of attempting to promote an alternative discourse within which children and young people are seen as active citizens, who are knowledgeable about their world and able to play a full part in decision-making processes that affect them. They draw upon case studies from a project called ‘Investing in Children’ to illustrate promising developments as well as some of the obstacles in their path.

APA, Harvard, Vancouver, ISO, and other styles

45

Linke, Annika Carola, Dominika Slušná, Jiwandeep Singh Kohli, Juan Álvarez-Linera Prado, Ralph-Axel Müller, and Wolfram Hinzen. "Morphometry and functional connectivity of auditory cortex in school-age children with profound language disabilities: Five comparative case studies." Brain and Cognition 155 (December 2021): 105822. http://dx.doi.org/10.1016/j.bandc.2021.105822.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Lam, Phoebe PY, Rennan Du, Simin Peng, Colman PJ McGrath, and Cynthia KY Yiu. "Oral health status of children and adolescents with autism spectrum disorder: A systematic review of case-control studies and meta-analysis." Autism 24, no. 5 (January 13, 2020): 1047–66. http://dx.doi.org/10.1177/1362361319877337.

Full text

Abstract:

Children and adolescents with autism spectrum disorder are thought to be more vulnerable to oral diseases than typically developing individuals due to cariogenic dietary habits, self-injurious behaviors, and increased barriers to dental care services. This review aimed to summarize current evidence comparing the oral health status of people diagnosed with and without autism spectrum disorder. Study selection and screening, data extraction, risk of bias assessment, and quality-of-evidence evaluation was conducted using the Grading of Recommendations Assessment Development and Evaluation approach and performed independently by two reviewers. A total of 16 studies were found eligible for qualitative synthesis and 15 were included in quantitative analysis. When comparing children and adolescents diagnosed with and without autism spectrum disorder, significantly higher prevalence of bruxism was identified. Individuals diagnosed with autism spectrum disorder were also found to have significantly lower salivary pH. However, no statistically significant differences in terms of caries prevalence and severity, oral hygiene and periodontal status, prevalence of malocclusion, dental traumatic injuries, as well as salivary flow rate and buffering capacity were found. The quality of evidence of each outcome was graded as very low mainly due to the overall high risk of bias, considerable heterogeneity, and imprecision. Lay Abstract Children and adolescents diagnosed with Autism Spectrum Disorder (ASD) are thought to be more vulnerable to oral diseases than typically-developing individuals. This is due to their increased barriers to dental care services, self-harm behaviors and dietary habits that may favor tooth decay. In this review, we summarized the current evidence comparing the oral health status of children and adolescents diagnosed with and without ASD. After a systematic search in the literature, we found that the salivary pH of individuals diagnosed with ASD was significantly lower, but the results were not clinically significant that can increase their risks to tooth decay. We also found weak evidence suggesting a higher percentage of children and adolescents diagnosed with ASD having the habit of tooth grinding compared with their neurotypical counterparts. When comparing salivary flow rate, tooth decay, gum diseases, tooth malalignment and tooth trauma; no significant differences were found between the two groups. The findings did not suggest ASD as a predisposing factor to oral diseases: other factors including sugary diet and inadequate oral hygiene may play a more important role. We also call for further research to establish more concrete association between ASD and oral diseases.

APA, Harvard, Vancouver, ISO, and other styles

47

Barton, Erin E., Rebecca Murray, Cecelia O'Flaherty, Erin M. Sweeney, and Stephanie Gossett. "Teaching Object Play to Young Children With Disabilities: A Systematic Review of Methods and Rigor." American Journal on Intellectual and Developmental Disabilities 125, no. 1 (January 1, 2020): 14–36. http://dx.doi.org/10.1352/1944-7558-125.1.14.

Full text

Abstract:

Abstract In this systematic review, we examined the rigor and outcomes across 27 object play intervention studies using single-case research methodology. We focused on studies including children age 5 years or younger and examined several descriptive characteristics including materials, instructional packages, and settings. We also analyzed the facilitation and measurement of generalized play and several methodological features including quality, rigor, and visual analysis procedures. Overall, the identified studies demonstrated positive outcomes, although quality and rigor limited interpretations of the outcomes. Previous reviews also have noted strong outcomes and weak to moderate quality for single-case studies. Our results should be interpreted with caution given previous reviews of play intervention studies identified strong outcomes and quality from group-design studies. Additional replications testing robust interventions using single-case research with strong methodological rigor are warranted.

APA, Harvard, Vancouver, ISO, and other styles

48

Anderson, Dianne P. "Functional Magnetic Resonance Imaging of Language Function in Children." Brain Impairment 3, no. 2 (December 1, 2002): 132–39. http://dx.doi.org/10.1375/brim.3.2.132.

Full text

Abstract:

AbstractFunctional magnetic resonance imaging (fMRI) has been recognised as a neuroimaging technique suitable for examination of higher cognitive function in children. It has been used to elucidate cognitive neural networks associated with various aspects of language function in several group and case studies of school-aged children. Language function has been lateralised and localised with fMRI in clinical samples, neurologically normal children and children with developmental language disorders. Issues of plasticity of language function during development and following injury have also been considered. Several paediatric case studies have also raised questions with respect to the interpretation of fMRI language activation. In spite of methodological challenges, fMRI has proved a useful technique for examination of the brain-behaviour relationship in developmental language functions. This paper reviews fMRI studies of language, including reading, in children.

APA, Harvard, Vancouver, ISO, and other styles

49

Dennis, W. "Developmental effects of executive function disturbances following traumatic brain injury in middle childhood: case studies of two gifted children." Archives of Clinical Neuropsychology 6, no. 3 (January 1, 1991): 233–34. http://dx.doi.org/10.1093/arclin/6.3.233b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Andresen, Sabine, Sascha Neumann, and Ulrich Schneekloth. "How Children in Germany Experience Refugees: A Contribution From Childhood Studies." Child Indicators Research 14, no. 5 (June 21, 2021): 2045–64. http://dx.doi.org/10.1007/s12187-021-09828-x.

Full text

Abstract:

AbstractThis paper deals with perceptions, encounters and experiences of children with refugees and refugee children in Germany. It is based on the Fourth World Vision Children Study, which is regularly conducted in Germany since 2007. The study is based on a representative survey among 6- to 11-year-old children, which was combined with qualitative case studies and focuses on children´s well-being, their fears, their concerns as well as their attitudes toward other societal groups and contemporary political issues. For the survey of the Fourth World Vision Children Study, in the questionnaire there were also items included which should allow collecting data on children´s encounters and experiences with refugees, and particularly refugees who are their peers. This paper presents the approach taken in the study and how it is embedded conceptually in childhood studies before reporting and discussing selected findings on the experiences of children in Germany with refugees in their neighbourhood and among their peers. The findings presented in this paper refer to contact as well as interactions and opportunities for establishing friendships between refugee and non-refugee children. This is followed by a discussion of the implications these findings have in terms of consequences for supporting refugee children when arriving at Germany. In the conclusion, we will finally point out the implications of our study for the broader field of childhood studies in social sciences.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!